Written answers

Tuesday, 31 March 2015

Department of Education and Skills

Disadvantaged Areas Scheme Eligibility

Photo of Charlie McConalogueCharlie McConalogue (Donegal North East, Fianna Fail)
Link to this: Individually | In context | Oireachtas source

594. To ask the Minister for Education and Skills her plans to allocate schools under the delivering equality of opportunity in schools scheme band 2 an additional base allocation under the general allocation model similar to that of delivering equality of opportunity in schools band 1 schools; if not, the reasons; and if she will make a statement on the matter. [13177/15]

Photo of Jan O'SullivanJan O'Sullivan (Limerick City, Labour)
Link to this: Individually | In context | Oireachtas source

I wish to advise the Deputy that general allocation and language support have been combined into a single and simplified allocation for all primary schools. The GAM/EAL allocation for each school is based on the number of mainstream classroom teaching posts in the school. In addition, a differential in the GAM/EAL allocation for DEIS Band 1 schools is applied on the basis of 0.4 of a post if the school has 200 or more pupils and 0.2 of a post for DEIS Band 1 schools with less than 200 pupils. The additional allocation reflects the lower enrolment threshold requirements on DEIS Band 1 schools.

The staffing arrangements, including GAM/EAL allocation, for primary schools for the 2015/16 school year are set out in Department Circular 0005/2015, which is available on my Department's website.

The Deputy will be aware that the National Council for Special Education recommended the development of a new model for delivering teaching resources to schools to support students with special needs.

It recommended that a school's Special Needs Teaching allocation should be determined by a baseline component according to pupil numbers and a school's educational profile. This profile is to take account of the number of pupils with complex needs, the percentage of pupils performing below average in standardised tests and the social context and gender breakdown of the school.

The NCSE report recommended that a school's social context should be used because it can contribute strongly to the level of learning needs that students have. The report considered that, on the basis of available research evidence, the use of a school's social context is valid in developing an educational profile, as socioeconomic disadvantage is associated with the incidence of certain types of special educational needs, including low achievement in academic learning and emotional or behavioural disorders.

Accordingly, it was recommended that consideration of a schools social context should form part of any proposed new resource allocation model.

The Deputy will be aware that I recently announced that I am not proposing to change the way teachers are allocated to schools for children with Special Educational Needs for the coming school year. In taking this decision, I have been guided by the advice of the NCSE Working Group report, which recommended sufficient time be allowed for consultation before the new model is implemented.

Through consultations, there was a broad welcome for the proposed new model from Parents, disability groups, schools and stakeholders. However, there has not been sufficient time to address all of the concerns which have been raised in advance of the 2015 school year.

My Department is, continuing to develop the new allocation model for schools and is currently working to devise a pilot of the new model. I therefore do not propose to amend the existing allocation process, including the manner in which GAM/EAL allocations are made, pending the introduction of a new allocation model.

Comments

No comments

Log in or join to post a public comment.